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What sort of science education do we really need?

Duggan, S. and Gott, R. (2002) 'What sort of science education do we really need?', International journal of science education., 24 (7). pp. 661-679.

Abstract

The research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reduction in the conceptual content and the explicit teaching of the nature of evidence (procedural understanding). The authors suggest building on primary pupils' enthusiasm for investigative work at UK Key Stage 3 (11-14 years) and developing an issues-based curriculum at Key Stage 4 (14-16 years).

Item Type:Article
Additional Information:
Keywords:Industry, Community, Procedural understanding, Evidence, Conceptual understanding.
Full text:Full text not available from this repository.
Publisher Web site:http://dx.doi.org/10.1080/09500690110110133
Record Created:08 Jan 2007
Last Modified:08 Apr 2009 16:26

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